Project Investigator(s): Jennifer Klenz, Senior Instructor, Botany; Pam Kalas, Instructor, Zoology & Botany
Project Description
We want to implement the entire (validated) meiosis concept inventory in the second year genetics course (BIOL234) as a pre/post-test, conducting a rigorous statistical analysis of the results to determine whether pre-test scores, or answers to specific questions, are predictive of students’ performance later in the course. We are particularly interested in potentially identifying, within the first week of classes, students who will struggle in the course, so that remedial activities and support could be preemptively deployed.
Research Questions
Can the meiosis concept inventory, administered as a pre-test at the very start of BIOL234, identify students who will struggle in the course?
Impact on teaching and learning at UBC
The main aim of this project is not to change teaching at a class-wide level. Instead, we wish to focus on identifying early enough students who are more likely to struggle in the course, so that instructors and TAs could provide timely and targeted support. This should help increase course performance (and an understanding of genetics) for those students who would typically be struggling. If the attempt is successful, the use of concept inventories (or other instruments) as means to increase support for ‘at risk’ students could be piloted in other biology courses where a noticeable proportion of students have difficulty.
Outcome Achieved
“The main findings [of the project] were that: The score on the concept inventory in question predicts about one-third of the variance in students’ grades in the course exams; And students who are identified as “at risk” don’t take up the invite/opportunity to access extra tutorials/office hours.”